RBT Task List – Professional Conduct and Scope of Practice (F-03)

We’re making great strides in understanding the professional conduct expected of RBTs.

After covering the vital relationship with supervisors through F-01 (supervision requirements and RBT role) and F-02 (responding appropriately to feedback), we now broaden our focus to how RBTs interact with other key individuals involved in a client’s care and services.

Let’s do a comprehensive exploration of:

F-03: Communicate with Stakeholders (e.g., family, caregivers, other professionals) as Authorized

This task item addresses the RBT’s important role in professional communication with various parties who have an interest in the client’s progress.

A key emphasis here is that such communication must always be within the scope of the RBT’s role and authorized by their supervising BCBA/BCaBA or by clear agency policy.

It’s about sharing appropriate, objective information while maintaining professional boundaries and consistently deferring clinical judgments and program decisions to the BCBA.

Who Are “Stakeholders” and Why is Communication Important?

Stakeholders are any individuals or groups who have a vested interest in the client’s well-being, development, and progress in ABA therapy. This commonly includes:

• The client’s family: Parents, legal guardians, siblings, grandparents, and other close family members.
• Other caregivers: Individuals who provide regular care for the client, such as nannies, babysitters, respite workers, or staff in group home settings.
• Other professionals involved in the client’s care: This can be a wide range of individuals, including:
  • Teachers (both general education and special education)
  • School psychologists or counselors
  • Speech-Language Pathologists (SLPs)
  • Occupational Therapists (OTs)
  • Physical Therapists (PTs)
  • Medical Doctors (e.g., pediatricians, neurologists, psychiatrists)
  • Social workers
  • Other RBTs or BCBAs who may be part of a larger clinical team (though communication within the ABA team is often more detailed and clinically focused, it still needs to be professional and coordinated).

Task F-03 emphasizes that RBTs will inevitably interact and communicate with these stakeholders. However, this communication must always be:

• Authorized: RBTs should only share specific information or discuss particular topics if they have been explicitly authorized to do so by their supervising BCBA/BCaBA or by clear agency policy.
  • The supervisor often defines the specific boundaries of what RBTs can and cannot discuss with different stakeholders.
• Within their Scope of Practice (as defined in F-01): RBTs should provide factual, objective information about session activities and observed client performance.
  • They must avoid making clinical interpretations (e.g., why a behavior is happening), giving unsolicited advice, discussing potential programmatic changes that haven’t been approved by the BCBA, or speaking on behalf of the BCBA about complex clinical issues or diagnoses.
• Professional and Respectful: All communication, whether verbal or written, should be conducted with the utmost professionalism, respect, and cultural sensitivity.
• Confidential: Client confidentiality (as covered in E-05, including HIPAA compliance) must be strictly maintained in all communications with any stakeholder.
  • Information should only be shared with those who have a legitimate need to know and for whom appropriate consents for release of information are in place (this is managed by the BCBA/agency).

The goal of authorized RBT communication with stakeholders is to foster positive, collaborative relationships and support the client’s progress, while ensuring that all clinical information, decision-making, and program direction are managed appropriately and consistently by the supervising BCBA.

Why is Authorized and Appropriate Communication with Stakeholders Important?

• Promotes Collaboration and Consistency: Sharing appropriate, objective information (as authorized) can help ensure that effective strategies are understood and potentially applied more consistently across different environments (e.g., home, school, and clinic), which can enhance client progress.
• Builds Rapport and Trust: Positive, professional, and respectful communication helps to build trust and a strong working relationship between the ABA team (including the RBT) and the family or other stakeholders.
• Facilitates Information Gathering (for the BCBA): Sometimes, stakeholders will share important information with the RBT (e.g., about a significant change at home, a new behavior observed outside of sessions, a medication change).
  • The RBT’s role is then to accurately relay this information to their supervisor (as per E-01 and E-03), who can then use it to inform clinical decisions.
• Keeps Stakeholders Appropriately Informed (Objectively): Providing brief, objective updates on session activities and notable client achievements can be very reassuring and informative for parents and caregivers (e.g., “Leo had a great session today! He independently tacted three new items from his program!”).
• Maintains Essential Professional Boundaries (Relates to F-05): Knowing what not to discuss is just as important as knowing what to discuss. This protects the RBT, the client, and the integrity of the services.
• Prevents Misinformation and Confusion: It ensures that clinical advice, interpretations of behavior, and decisions about program direction come consistently and accurately from the supervising BCBA, who has the overall clinical responsibility and expertise.

Types of Communication RBTs Might Have with Stakeholders (Always as Authorized by Supervisor/Agency)

Communication with Family/Caregivers (e.g., Parents, Guardians):

• Typical “DOs” (When Authorized and Appropriate):
  • Provide Brief, Objective Session Summaries: Give a short, factual overview of what activities occurred during the session and how the client participated. Focus on observable behaviors and data.
    • Example: “Hi Mrs. Smith, today Alex worked on his matching-to-sample program and his turn-taking game with peers.
      • He got 8 out of 10 correct on his matching targets and took 3 appropriate turns independently in the game. We also had a good walk outside where he practiced his safety skills.”
  • Share Positive Highlights and Specific Successes: It’s wonderful to share good news!
    • Example: “Leo used his words to ask for a break three times today instead of engaging in previous challenging behaviors! We were so proud of his effort.”
  • Relay Factual Information about Behavior (as per BIP, if it occurred):
    • Example: “There were two instances of hitting observed during transitions today, and we followed the protocol outlined in his BIP for those situations.”
  • Answer Simple, Factual Questions about the Session That Are Within Your Purview:
    • Example: (Parent asks) “Did you go to the park today?” RBT: “Yes, we did go to the park for our NET goals this afternoon.”
  • Handle Basic Scheduling/Logistical Information: Confirming session times, notifying of appropriate cancellations (always as per agency policy).
  • Pass Along Messages From or To the Supervisor (if directed):
    • Example: “Dr. Jane, your BCBA, wanted me to remind you about the upcoming parent training session scheduled for next Tuesday evening.”
• Typical “DON’Ts” / Areas to Refer to Your Supervisor:
  • Discussing significant changes to the treatment plan, the rationale behind specific goals, or why certain goals are being targeted versus others. (These are clinical decisions and explanations for the BCBA).
  • Making clinical interpretations of behavior or predicting future progress. (e.g., “I think he’s doing X because he’s probably feeling anxious about Y,” or “He’ll definitely be talking in full sentences by next month if he keeps this up”).
  • Giving unsolicited advice or parent training (unless you have been specifically trained and directed by your BCBA to implement a particular parent training goal as part of the session, and even then, it’s within the confines of that specific goal).
  • Discussing other clients, ever. (This is a major breach of confidentiality).
  • Complaining about the client, the program, your supervisor, or the agency. (Maintain professionalism).
  • Answering questions about the client’s diagnosis, prognosis, or other therapies they might be receiving. (These should be referred to the BCBA or the appropriate qualified professional).
  • Making promises or guarantees about outcomes that you cannot keep. (e.g., “Don’t worry, we’ll definitely get him to stop tantruming completely by next week”).
  • Engaging in lengthy social conversations that detract from scheduled session time or blur professional boundaries.

Communication with Other Professionals (e.g., Teachers, SLPs, OTs):

• Authorization from Supervisor is KEY: RBTs generally should not communicate directly with other professionals about the client’s ABA program, specific clinical details, or progress unless explicitly authorized and guided to do so by their BCBA supervisor.
  • Often, the BCBA is the primary point of contact for interdisciplinary collaboration to ensure consistency and appropriate information sharing.
• If Authorized by the BCBA, Communication Might Involve:
  • Sharing specific data (only as explicitly approved by the BCBA and with appropriate written consent from the family for release of information).
  • Observing the client in another setting under the direction of the BCBA (e.g., an RBT might observe a client in their classroom to collect specific ABC data for the BCBA’s review).
  • Implementing strategies consistently across settings (but only if the BCBA has coordinated this collaboration with the other professional and has provided clear instructions to the RBT).
  • Relaying specific, factual messages between the BCBA and the other professional (if specifically asked to do so by the BCBA).
• What RBTs Should Generally Avoid (Unless Specifically Directed by BCBA):
  • Independently trying to “coordinate” therapies or giving advice to other professionals on what they “should be doing” in their sessions.
  • Sharing detailed ABA program information or client data without explicit BCBA approval and necessary consents.
  • Critiquing other professionals’ methods, plans, or approaches.
• Focus of Authorized Communication: If communication with other professionals does occur, it should always be professional, collaborative, respectful, and focused on the client’s best interests, with the BCBA’s knowledge, approval, and often direct involvement or oversight.

Guiding Principles for RBT Communication with All Stakeholders

• Always Prioritize Supervisor Guidance – When in Doubt, Refer! If you are ever unsure about what information to share, how to respond to a question, or if a topic is appropriate for you to discuss, your best and safest course of action is always to consult your supervisor first.
  • A polite and professional way to defer is often: “That’s a great question for [Supervisor’s Name]. I’ll make sure they get that message,” or “I’m not the best person to answer that, but I can have [Supervisor’s Name] reach out to you.”
• Maintain Objectivity: Stick to observable facts and behaviors when describing session events or client performance. Avoid opinions, interpretations, or emotional language.
• Be Positive and Solution-Focused (Within Your Role): When appropriate and factual, highlight progress and maintain a supportive and encouraging tone.
• Strictly Respect Confidentiality: Never share information about the client with unauthorized individuals. Never discuss one client with another client’s family. Ensure any authorized communication happens in a private setting.
• Uphold Professional Boundaries (Relates to F-05): Avoid becoming overly friendly or involved in personal matters with families. Keep interactions professional and focused on the client’s ABA services.
• Use “People-First” Language: Always refer to “a child with autism,” not “an autistic child.” Focus on the person, not the diagnosis.
• Be Culturally Sensitive and Respectful: Be aware of and respect diverse family values, beliefs, communication styles, and cultural backgrounds.
• Document Significant Communications: Note important interactions with stakeholders in your session notes or a communication log as per agency policy, especially if the information shared impacts programming or was a directive from your supervisor to communicate.

Real-World Scenarios: Navigating Stakeholder Communication

• A Parent Asks About Overall Progress:
  • Parent: “How is Sarah doing with learning her colors? Do you think she’s learning them quickly?”
  • RBT (Appropriate Response): “Sarah worked on her color matching program today! She correctly matched red and blue on 7 out of 10 trials. [Supervisor’s Name] reviews all her data regularly and tracks her overall progress.
    • They would be the best person to discuss how quickly she’s learning them and her progress across all her goals. I can let them know you asked!”
  • RBT (Less Appropriate Response): “Oh, she’s a super fast learner! She’ll probably know all her colors in no time.
    • I think she’s much smarter than some of the other kids her age I’ve worked with.” (This involves making predictions, comparisons, and offering subjective opinions).
• A Teacher Asks About Strategies for a Behavior Seen in the Classroom:
  • Teacher: “[Client’s Name] was having a lot of trouble sitting still and staying focused during circle time today. What strategies do you guys use at the clinic for that?”
  • RBT (Appropriate Response, assuming no prior authorization for direct strategy sharing): “That sounds like a challenge. Understanding how to best support [Client’s Name] in your classroom is something [Supervisor’s Name] would be the best person to discuss with you.
    • They are in charge of his behavior plan and could share some strategies or collaborate with you if they feel it’s appropriate. I can certainly let them know you asked about circle time.”
  • RBT (Inappropriate Response, if not authorized by BCBA): “Oh, we use a token board! If he sits for 2 minutes, he gets a token, and after 5 tokens, he gets a break! You should definitely try that in your classroom!” (This is giving unsolicited clinical advice and sharing specific program details without authorization, which could be inappropriate or ineffective out of context).
• A Caregiver Expresses Frustration About a Challenging Behavior:
  • Caregiver: “I’m just so tired of these tantrums. Nothing I try seems to work, and I don’t know what to do!”
  • RBT (Appropriate Response): “I hear that you’re feeling really frustrated right now, and that must be very difficult.
    • I will definitely pass your concerns on to [Supervisor’s Name] so they can talk with you about it in more detail and see if there are ways we can better support you with the strategies in the tantrum plan, or if any adjustments are needed.” (This response is empathetic, validates their feeling, and correctly refers the clinical concern to the supervisor).
  • RBT (Less Appropriate Response): “Yeah, I know, tantrums are really tough. Have you tried taking away his favorite toy every time he has one? That might work.” (This is giving unsolicited clinical advice which may be contraindicated or not aligned with the function-based plan).

Key Vocabulary for Stakeholder Communication

• Stakeholders: Any individuals or groups invested in the client’s outcome and well-being (e.g., family members, caregivers, other professionals).
• Authorization (to communicate): Explicit permission and clear guidance from the supervising BCBA or agency regarding what information can be shared with whom.
• Scope of Practice (RBT): The defined limits of what an RBT is qualified, trained, and permitted to do or discuss as part of their role. This is critical in stakeholder communication.
• Confidentiality (HIPAA): The ethical and legal obligation to protect client privacy and all personally identifiable information.
• Objectivity: Sticking to factual information and observable behaviors when communicating, avoiding personal opinions or interpretations.
• Rapport: A positive, trusting, and professional relationship with stakeholders.
• Collaboration: Working together effectively with others involved in the client’s care, under the direction of the BCBA.
• Professional Boundaries: Maintaining an appropriate professional distance and role in all interactions (covered in more detail in F-05).
• Interdisciplinary Team: A team composed of professionals from different fields or disciplines who are all working with the same client (e.g., ABA team, SLP, OT, teacher).

Common Mistakes & Misunderstandings in Communicating with Stakeholders

• Providing Too Much Clinical Information or Interpretation: Exceeding the RBT scope by trying to explain the complex why behind behaviors or the intricate rationales for specific program components. This is the BCBA’s role.
• Giving Unsolicited Clinical Advice or Recommendations: Telling parents, teachers, or other professionals what they “should do” to manage behavior or teach skills, especially if it’s not aligned with the BCBA’s plan or your authorized role.
• Making Promises or Guarantees About Client Outcomes that are unrealistic or beyond your capacity to ensure.
• Agreeing with or Validating Parent/Caregiver Complaints About the ABA Program or the Supervisor (Undermining the Team): RBTs should professionally redirect such concerns to the supervisor, who is responsible for addressing them.
• Discussing Other Clients or Breaching Confidentiality in Any Way. This is a major ethical violation.
• Becoming Overly Enmeshed with Families (Poor Professional Boundaries): Sharing too much personal information, engaging in extensive social interaction outside of professional duties, or developing friendships that could compromise objectivity.
• Failing to Relay Important Information from Stakeholders to the Supervisor. This is a missed opportunity for the BCBA to have a full picture.
• Using Excessive Technical Jargon Without Explanation (if direct communication about a specific observation is authorized and appropriate for that stakeholder). Aim for clear, understandable language.
• Communicating in a Way That Is Not Culturally Sensitive or Respectful of the stakeholder’s background, values, or communication style.
• Not Knowing or Following Agency Policy on communication with external professionals or specific family communication protocols.

Communicating effectively and professionally with stakeholders, always as authorized by your supervisor and agency, is a key skill for RBTs. It involves a careful balance of being informative, supportive, and building positive rapport, while consistently adhering to the crucial responsibility of staying within one’s scope of practice and deferring all clinical judgments and programmatic discussions to the supervising BCBA.

When in doubt about what to say or share, the best and safest course of action is always to say something like, “That’s a great question for [Supervisor’s Name], and I’ll make sure they are aware of it so they can get back to you.” Mastery of this communication skill, including understanding boundaries, is often assessed through scenario-based questions on exams.

This provides a very comprehensive overview of F-03: Communicate with Stakeholders (e.g., family, caregivers, other professionals) as Authorized. We’ve detailed who stakeholders are, what types of communication are appropriate (and what to avoid), the guiding principles for these interactions, and common pitfalls.

Next in Section F of the RBT Task List is typically F-04: Maintain professional boundaries(e.g., avoid dual relationships, conflicts of interest, social media contacts). This is a very important ethical area that builds upon some of the concepts we’ve just discussed.